The Depth of Community

This past weekend, Escuela Campo Alegre (ECA) held its annual International Fair in celebration of the various cultures and nationalities that make up our student population. This year, I found myself intrigued by the strong sense of a positive, healthy community that seemed pervasive through the preparation for the event as well as the actual event itself. In many ways, it appeared as the strongest reflection on community of any event in my four years at ECA, and I have found myself reflecting on this over the past several days, trying to identify for myself what it was that stood out about the event this year, and what it was that made it such a strong community event.

There are a number of things that stood out about the International Fair this year. For one thing, I think this is the first time in four years the fair has not been overshadowed by outside events that created a subdued feeling at the fair. Rather it was the death of a president, elections, or street demonstrations, it seems there has constantly been something that hindered what the fair was about. This was not the case this year. Yes, Venezuela is struggling, and there is much to be discouraged about outside the walls of ECA, but this year the fair provided more of an appreciated escape from these outside events rather than something these outside events controlled. There was more to the fair this year though. As I’ve reflected on it these past few days, I’ve also come to the realization the way the community worked together contributed much to the success of the event. There was a real sense of people coming together this year and sharing the responsibility and ownership of the event. There was certainly a group of people who emerged to provide organizational leadership, but the sense of purpose was shared, with a great many people – parents, students, and faculty – stepping forward to participate in making sure that shared purpose was a success, and the International Fair was a true community event rather than a school event.

This whole reflection on the successes of the International Fair this past week has caused me to digress a bit and expand my personal reflection onto the subject of community, and more specifically, the depth of community. I’ve been fortunate over the years to travel to a number of international schools – those I’ve worked at, as well as though I’ve visited on accreditation teams or in other professional capacities – and I think I can say almost without fail that every school I’ve visited has cited a strong sense of community as the bedrock their school is built upon. And, they really believe it. In almost all cases it is true. Community is what drives our schools, but the question I often find myself asking is, “what type of community?’ What type of community is it that has led to a school being the school it is?

An interesting thing happens when I visit schools as part of an accreditation team. In schools where the community is a positive, healthy community, there will be a constant message emerging of shared purpose, a focus on learning and education, and of people striving to take ownership of what is happening for students inside of the classroom and outside the classroom. In their book, The OIC Factor, Powell and Kusuma-Powell describe the developmental stages of schools. A school in the highest stage of development of self-transforming is one where “teaching and learning go beyond borders” (pg. 199). In other words, it is a school where education and learning are almost a moral imperative with teachers striving to discover the best means to teach every student and then sharing that knowledge. I would expand that definition to communities to say that in healthy school communities I have witnessed, every member of the community is taking ownership in the shared purpose of providing meaningful and supportive experiences for all students.

Unfortunately, not all school communities are healthy ones. It is interesting, in these communities, what often happens is I’ll hear about how wonderful the community is. Then, behind closed doors in hushed tones, I’ll have individuals come and re-declare how strong the community is, but then go on to describe characteristics of what could be described as an unhealthy, or even a toxic community. In these communities, the sense of community is strong, but it tends to be built more on what Douglas B. Reeves describes as congenial relationships rather than collegial or collaborative relationships. Congenial relationships are those where everyone gets along and supports each other to enjoy coffee breaks, and birthday celebrations, and provide coverage for medical appointments. In congenial communities, people come together and find solace in their agreement on what needs to be done differently, and in accepting it isn’t happening because the “other” isn’t doing their job. In these schools and communities, there is minimal professional challenge and the emphasis is on maintaining things the way they are. In his book, The Culture Engine, S, Chris Edmonds describes these behaviors as undesirable norms, or behaviors that have developed to support the status quo and avoiding change or improvement. Unfortunately, As Michael Fullan describes it, without change, a school or community will not learn or improve.

In his landmark work, Building Community in Schools, Thomas Sergiovanni talks about the value of community in schools. He says we become connected as a community because of our commitment to a common purpose and a constant focus on doing what is right to improve. If we truly believe in the value of community, and we believe it is what makes a school strong, then we must also believe in the ideal of a healthy, positive community over one that is toxic and based on congenial relationships. In Adaptive Schools, we are taught to build our work around three guiding questions, 1) Who are we? 2) Why are we doing this? and 3) Why are we doing this, this way? These three simple questions are one tool we can use to guide our thinking and facilitate the development of positive, healthy communities.

As I mentioned earlier, this reflection on community has been a bit of a digression on my part. Sometimes, I find it interesting how my mind works. Something simple will happen, and, before I know it, that one event will transform in my head while running, reading a book, or enjoying a good meal, and take me in all kinds of directions. That is what has happened here. From the enjoyment of a fantastic school community event – the International Fair, I have found myself exploring the many facets of community. Hopefully, my digressions provide you with some thoughts to ponder.

Reeves, D. B. (2009). Leading change in your schools: How to conquer myths, build commitment, and get results. Alexandria, VA: Association for Supervision and Curriculum Development.

Sergiovanni, T. J. (1994). Building community in schools. San Francisco: Jossey-Bass.

About Gregory Hedger

Dr. Gregory Hedger has been the Director of the International School Yangon, in Myanmar, since 2016. A native of Minnesota, Greg has served in education for over 25 years, including 13 years in the role of School Director at Cayman International School, Qatar Academy, and most recently as Superintendent at Escuela Campo Alegre in Venezuela. Greg promotes international education through his past and/or present service on the boards of AAIE, AASSA, and his work with the International Task Force for Child Protection, his contributions to various periodicals, and his work to promote the next generation of leaders through workshops and teaching. Greg’s family includes his wife Kirstin, daughters Kaija, Sadie, and Anna, and son Max.

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The International Educator

Teaching in international schools is an adventure. From landing that first job and getting off the plane in your new home to discovering new ways of life and new educational opportunities, there is excitement around every corner.

Meet our bloggers who each shed light on different aspects of the international school environment:

FORREST BROMANhas been in international education for 30 years. He has interviewed thousands of candidates, written a guide for international recruiters, and is the founder and President of The International Educator (TIE). He shares thoughts and tips on getting and securing a job in an international school.

BAMBI BETTS is the Director of the Principals’ Training Center for International School Leadership and co-trainer for the PTC’s Essential Skills courses. Bambi is also the CEO of the Academy for International School Heads (AISH). Having worked at international schools across the globe and a consultant to many more, she shares thoughts and insights on a wide range of topics in education.

STEPHEN DEXTER, a native of New England, has been a teacher and administrator since 1994. He finally discovered that the Swiss stay thin on a diet of chocolate, cheese and wine by walking a lot and not eating or drinking to excess. He is currently taking a gap year in the Swiss Alps to rediscover his passion for education and to understand what chief innovation officers really do.

DANIEL KERR is now Lower School Director at the American School of Paris. He previously served as Intermediate Division Principal at Academia Cotopaxi American International School in Quito, Ecuador, and prior to that was the Middle School Principal at SCIS in Shanghai, China. Dan has also worked at JIS in Jakarta, Indonesia and he began his International career in Abu Dhabi. Dan is thrilled to be joining the ASP family and will be accompanied by his wife, Jocelyn, who will be working as a counselor, and his two children, Max and Gabby.

KASSI COWLES is an IB English and TOK teacher currently based in Shanghai. She has worked in international education for the last 8 years in Canada, Togo and China. Her writing explores issues of educational reform and how to create authentic and creative learning communities.

MATTHEW GOOD & NIAMH CONWAY are international school teachers who met while working at the British School of Lome, in Togo, West Africa. They later moved to Uzbekistan, where they spent four years at Tashkent International School, each summer exploring another slice of the world by bike. Their Pedalgogy website allows users to follow the touring teachers on their two-year bike trip around the world.

BARRY DEQUANNE is currently working as the Head of School at the American School of Brasilia. His blog explores topics in K-12 education and school leadership within the framework of five focus areas: Academics, Activities, Arts, Leadership, and Service. The blog also explores professional articles and highlights recently read books.

EMILY MEADOWS is an alumni of international schools and has worked as a professional educator and counselor across the world, serving children and families in the United States, Europe, the Middle East, and Asia. She holds master’s degrees in the fields of Counseling and Sexual Health, and is a PhD candidate researching inclusive policy and practice for LGBTQ+ students. Emily is a consultant on gender and sexual diversity and inclusion in international schools: www.emilymeadows.org

DAVID PENBERG is an urban and international educational leader/consultant with a deep commitment to progressive education, understanding global mindedness, and new school creation. He abides by the dictum of E.E. Cummings who said: “ I’d rather learn from one bird how to sing, than teach ten thousand stars not to dance.” He is presently the Head of School of Innovate Manhattan Charter School in New York City.

SHANNON FEHSE Shannon Fehse has spent her entire teaching career overseas, having lived and worked in China, Mexico, Colombia, Taiwan, and presently, the UAE. As a textbook definition extrovert, she talks to anyone, and enjoys listening to stories and different perspectives on life. Shannon has a somewhat faulty filter and often says what other people are thinking, but this typically works out favorably. She offers opinions and insight into the benefits and challenges of job hunting, dating overseas, and general issues that affect international educators.

MIKE SIMPSON is the Principal of the American International School of Lesotho. Originally a lawyer from New Zealand, Mike has also worked in schools in Qatar and Venezuela. Mike has a particular interest in the development of collaborative and innovative learning communities. He hopes that his blog might be of interest to other teachers and school leaders as they nurture these communities in their own schools.

GREGORY HEDGER Dr. Gregory Hedger has recently been appointed to be the head of the International School Yangon, in Myanmar, beginning in fall 2016. A native of Minnesota, Greg has served in education for over 25 years, including 13 years in the role of School Director at Cayman International School, Qatar Academy, and most recently as Superintendent at Escuela Campo Alegre in Venezuela. Greg promotes international education through his service on the boards of AAIE, AASSA, and his work with the International Task Force for Child Protection, his contributions to various periodicals, and his work to promote the next generation of leaders through workshops and teaching.

LINDSAY LYON is a seasoned English and Theory of Knowledge teacher currently working at JIS. She and her husband have taught abroad as a teaching team for fifteen years in Venezuela, Thailand, China, Saudi Arabia, and now Indonesia. They write about expat life with a focus on money and savings in their blog The Haggard Lyon. Here you will find some of the same, and other musings from Lindsay on life overseas with kids, teaching, technology, and staying balanced in a busy world.

NICHOLAS ALCHIN is High School Principal at the United World College of SE Asia, East Campus. A sino-celtic Brit who has lived and taught in the UK, Switzerland, Kenya, and Singapore, he has also held a number of roles with the IB and writes and speaks widely on educational matters. He enjoys traveling with wife Ellie, and kids Tom (10), Millie (13) and Ruth (16).

TONY DEPRATO Tony DePrato has a Master’s Degree in Educational Technology from Pepperdine University and has been working as a Director of Educational Technology since 2009. He has worked in the United Arab Emirates and China where he has consulted with schools in both regions on various technology topics. In 2013, Tony DePrato released The BYOD Playbook a free guide for schools looking to discuss or plan a Bring Your Own Device program. Tony is originally from the US, and worked in multimedia, website development, and freelance video production. Tony is married to Kendra Perkins, who is a librarian.

ETTIE ZILBER is a consultant to International School Communities and Families in Transition and a veteran international school educator and school leader. She has served in independent international schools in Israel, Singapore, Spain, Guatemala, China, and most recently in the USA. Her expertise extends to such topics as international school models, second/foreign language acquisition, communicating between diverse groups, the impact of international mobility and relocation on children, parents and staff, the special family experience of the educators’ children, the orientation of newcomers, multi-cultural communities, catalysts for teaching internationally, and marketing of international schools. She is the author of Third Culture Kids: The Children of International School Educators. She can be contacted at ettie.zilber@gmail.com

TRAE HOLLAND is the Director of Academia Cotopaxi’s The ONE Institute, has been a leader in both the non-profit and business sectors, and has 19 years experience teaching both in the US and in international schools, with a specialization in learning differentiation. You can reach his website at www.traeholland.com.

FREDERIC BORDAGUIBEL-LABAYLE is the High School Associate Principal and IB Diploma Coordinator at Academia Cotopaxi American International School in Quito, Ecuador. Fred was born and raised in the South West of France; he finished his studies and started teaching in the UK, then went on to Istanbul and he is currently in Quito. Fred likes to pause, reflect and share his experience as an international educator and administrator.

SUE EASTON is the Director of the Teacher Training Center. She has worked with international schools for the past eleven years, on four continents, in roles focused on enhancing teaching and learning practices. This experience has made her passionate about the topic of change and how to best make change to support students and student learning. Her blog will explore this topic through the lens of PTC, TTC and CTC trainers’ words of wisdom.

ERIC & JAMIE are long time international school teachers and have had countless adventures around the globe working at different schools. Hear stories on travel, lifestyle, moving, and life in general as an international school teacher. They are a great resource for finding out what it is like to go from culture to culture, learning, and of course… teaching!

ALLI POIROT is currently teaching IB History, Modern World History, and Psychology at Asociación Escuelas Lincoln in Buenos Aires, Argentina. She taught previously at King’s Academy in Madaba, Jordan, and at public and charter schools in and around Boston, Massachusetts. She has a deep interest in progressive pedagogy and believes in fostering student autonomy and empowerment.
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